This brief review aims to empirically summarize the expansive and ever-growing literature about the impact of physical activity interventions on cognitive function and academic performance. To better understand these relationships, this overview included research from different physical activity settings, such as school-based physical education, classroom-based physical activity and extracurricular physical activity. Given the findings adduced from the literature on this field, it could be argued that physical activity produces important changes in the brain, which mediate enhancements in cognitive performance as well as academic achievement. Therefore, the aim of this work is to analyze how physical activity may provide different pathways to improve cognitive health and academic performance among school-age children.

Neuroscience applied to motor activity is a growing area that aims to understand the effects of motor activity on the structures and functions of the Central Nervous System. Attention has been paid to this multidisciplinary field of investigation by the scientific community both because it is of great importance in the treatment of many chronic diseases and because of its potential applications in the Movement Sciences. Motor activity during a developmental age is, in fact, an indispensable tool for the physical and mental growth of children, both able-bodied and disabled. Through movement, individuals can improve their physical efficiency and promote their own better health, establish relationships with the environment and others, express themselves and their emotions, form their identity and develop cognitive processes. This literature review aims, therefore, to highlight how an adequate practice of motor activity offers extraordinary possibilities for everyone in relation to learning, from the perspective of an integral development of the person, and, consequently, can raise the awareness of those involved in the training and growth, especially the youngest, towards the educational value of motor and sports activities. According to this review, and in line with the modern neuroscientific approach toward the relationships between motor activities and cognitive functions, it is possible to claim that hypokinesia tends to inhibit learning. Therefore, it now seems more topical than ever to draw attention to the need to introduce working proposals that integrate brain-based motor activity programs into the school curriculum.

Although physical activity has positive physical and mental health outcomes, particularly among adolescents, a significant percentage of young people maintain a largely sedentary lifestyle. Considering that the youths spend the greater part of the day at school, this is considered an ideal setting to foster active and healthy living. Consequently, this study is intended to investigate the connection between physical activity, self-efficacy and academic achievement in normal-weight and overweight adolescents. In total, 100 students (aged 14–15) from a public high school placed in the south of Italy were enrolled. They participated either in a 12-week classroom-based physical activity break program performed during science classes (60′/2 days per week) in which a nutritional educational program was carried out or in regular science lessons (60′/2 days per week). At the beginning and end of the intervention programs, a set of standardized motor evaluation tests (standing long jump test, Harvard step test, push up, sit and reach test), the scholastic self-efficacy test and the Amos 8-15 were administered. As a result, a meaningful Time × Group interaction for the self-efficacy variable and Amos 8-15 was observed in the intervention group. Specifically, they reported significant improvement in study skills, motivational factors, concentration and self-efficacy, as well as a decrease in anxiety and BMI (p < 0.001). No significant change was observed in the control group. The conclusions of this research underpin the notion that classroom-based physical activity break is a successful approach for enhancing students’ psycho-physical well-being, as well as academic achievement.

Competition between athletes and an increase in sporting knowledge have greatly influenced training methods while increasing the number of them more and more. As a result, the number of athletes who have increased the number and intensity of their workouts while decreasing recovery times is rising. Positive overtraining could be considered a natural and fundamental process when the result is adaptation and improved performance; however, in the absence of adequate recovery, negative overtraining could occur, causing fatigue, maladaptation, and inertia. One of the earliest forms of fatigue is overreaching. It is considered to be an accumulation of training that leads to reduced sports performance, requiring days or weeks to recover. Overreaching, if followed by adequate recovery, can lead to an increase in athletic performance. Nonetheless, if overreaching becomes extreme, combined with additional stressors, it could lead to overtraining syndrome (OTS). OTS, caused by systemic inflammation, leads to central nervous system (CNS) effects, including depressed mood, further inflammation, central fatigue, and ultimately neurohormonal changes. There are therefore not only physiological, biochemical, and immunological but also psychological symptoms or markers that must be considered, independently or together, being intrinsically linked with overtraining, to fully understand OTS. However, to date, there are very few published studies that have analyzed how nutrition in its specific food aspects, if compromised during OTS, can be both etiology and consequence of the syndrome. To date, OTS has not yet been fully studied, and the topic needs further research. The purpose of this narrative review is therefore to study how a correct diet and nutrition can influence OTS in all its aspects, from prevention to treatment.

This research aims to promote motor activity in children with autism spectrum disorder through the development of an adapted integrated soccer project played outdoors. The project is carried out in collaboration with the nonprofit “Smile Association” of the city of Frosinone (Lazio-Italy) and the Pegaso and Parthenope Universities. The main purpose of the Smile Association is to provide an educational and sports service in an area poorly provided with opportunities for children with intellectual disabilities, allowing them to change their predominantly sedentary condition and, through corporeality, to improve cognitive, affective, and relational processes. Participation in sports activities allows for the development of motor skills, social interactions, and cognitive stimulation. There is a need for available resources and programs dedicated exclusively to children with ASD to help them develop social, motor, and cognitive skills. One of the programs that might be helpful is a structured group play program involving physical activity. In addition, through the project, a dense social network has been activated between the third sector, sports companies, and local health authorities. The project aims to achieve the Sustainable Development Goals of the 2030 Agenda in Articles 3, 4, and 11. This paper describes the correlation between learning and motor activity. According to the hypotheses of this research, integrated soccer activity implements cognitive skills, particularly those related to memory for visual stimuli and to the theory of mind, as well as sense-motor skills. Work carried out to improve attentional skills can reduce stereotypical behaviours. The results showed that continuous and regular engagement in motor activities has positive health outcomes for children with autism in terms of reduced symptomatology and improved quality of life. A total of 108 statistical units (the control group consisted of 18 statistical units, and the sample comprised 90 participants) aged 8 to 11 years were examined. The project is aimed at girls (in compliance with Art. 5 regarding gender equality); however, the participants identified by the local health authority are predominantly male.

Wheelchair basketball (WB) is an increasingly popular sport that guarantees numerous health benefits for people with disabilities who regularly practice it, such as an improved quality of life and psychophysical well-being. However, WB is a contact and high-stress sport, which exposes players to frequent overloads and injuries, mainly affecting the upper limbs. Therefore, shoulder pain (SP) is the most common musculoskeletal disorder among WB players, forcing them to suspend or abandon this sport activity. This narrative review aims to summarize all the known literature on this topic and to be a starting point for further research. Firstly, it explores the biomechanical causes that lead to SP and the underlying diseases, among which the most recurrent are rotator cuff tendinopathies. Furthermore, this overview deepens the most effective and specific rehabilitation programs for SP in WB players and it emphasizes the need for further studies to trial new rehabilitative protocols using novel technologies to make them faster and more personalized. In this regard, the general recommendation still remains to perform a combination of exercises such as strengthening, endurance and stretching exercises of various durations and intensities. To conclude, the most important prevention strategies are described, underlining the need for constant sport-specific training led by qualified personnel and suggesting some insights on possible new research aimed at improving wheelchair ergonomics, stressing the importance of a multidisciplinary team fully dedicated to the individual athlete.